Abstract
This research delved into the participation and experiences of Maguindanaon students in gender stereotypes in physical education activities at Zeneben Integrated School. Utilizing a qualitative transcendental phenomenological approach. Qualitative investigation revealed Eighteen (18) emerging themes: parental and family influence, peer influence and social pressure, cultural gender stereotypes, forced participation and emotional impact, emotional responses, cognitive perceptions of gender roles, bodily awareness and perception, experiencing joy and vicarious participation, encountering challenges and barriers, sharing experiences and personal disclosure, teacher management and support, teacher gender preferences and comfort, internalization of gender norms and self-identity, emotional response, managing cultural identity in physical education, valuing gendered cultural norms in physical education, divergent perspectives on social engagement through physical education, interpreting physical education participation as a reflection of cultural and behavioral identity, perception on the necessity of learning physical activities. The research aimed to understand the challenges, experiences, perceptions, and societal influences shaping students' participation in physical education. Findings revealed that cultural norms, religious beliefs, and traditional gender expectations significantly impact students' engagement in physical activities. The study emphasized the role of teachers, parents, and school administrators in addressing gender biases and fostering an inclusive environment. The results provided insights for educators to develop culturally sensitive and gender-equitable physical education programs promoting active student participation.
